1. NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. STANDARDS WITHIN CURRICULUM

2. STEM Standards Science:  Next Generation Science Standards Technology and Engineering:  Standards for Technological Literacy (STL’s) Math:  Common Core Each STEM lesson should have at least one standard from each discipline. This makes it an integrated lesson. Your lessons may have more standards such as English Language Arts (Common Core), Economics, Art, etc.

3. Science Standards Need for Science standards  Reduction of the United States' competitive economic edge  Shrinking share of patents: Foreign competitors filed over half of U.S. technology patent applications in 2010.  Diminishing share of high-tech exports: Our share of high-tech exports in on the decline, while China has become the single largest exporting country for high-tech products. Correspondingly, the United States' high-tech trade deficit continues to grow.  Lagging achievement of U.S. students  United States is 23rd in Science, 30th in Math, and 20th in Reading Literacy out of 65 international education systems.  In 2011, the United States ranked 23rd in high school graduation rate  Over a third of eighth-graders scored below basic on the 2011 NAEP Science assessment.  In 2012, 54% of high school graduates did not meet the ACT's college readiness benchmark levels in math, and 69% of graduates failed to meet the readiness benchmark levels in science.

4. Science Standards Need for Science standards  Essential preparation for all careers in the modern workforce  Preparation of 21 st century skills for all jobs not just those in STEM fields  Fastest growing occupations are those that emphasize science and math  Scientific and technological literacy for an educated society  Preparation for the quickly changing society and dilemmas that occur  Energy sources, sustainability, communication, nuclear impacts

5. Next Generation Science Standards Creation and Purpose  Created by 18 individuals who are nationally and internationally known as experts within science fields and education  Developed to incorporate the most current research on science and science learning  Provide all students an internationally-benchmarked science education  Aimed to prepare students for college and careers Arrangement  Practices, Crosscutting Concepts, Disciplinary Core Ideas  Listed by

6. Math Standards Need for Math Standards  Students are preparing to enter a career world that is more demanding  Alignment with college and work expectations, to ensure students success after high school graduation  Reinforcement of 21 st century skills Development of Math core standards  Developed from quality math standards used by states across the country  Incorporate skills found successful in current research  Input was gathered from State departments, scholars, assessments, educators, parents, students, organizations, and public

7. Common Core Math Standards  Intended to set forward thinking goals  Should be essential, rigorous, clear and specific, coherent, and internationally benchmarked  Crucial to solving real-world problems  Provide a way for teachers to measure student progress throughout the year  Helps to identify struggles and ensure a set pathway to success throughout the years  Provide a clear set of skills and knowledge for students regarding mathematics Adopted by 43 states including Arkansas

8. Technology and Engineering Need for Technology and Engineering standards  Escalating rate of change  Global competition  High-stakes testing  Graduating technologically illiterate students What is Technology and Technological literacy?

9. Technology and Engineering Technology is the modification of the natural environment in order to satisfy perceived human needs and wants. Technological literacy is the ability to use, manage, assess, and understand technology. Is Technological Literacy Possible?

10. Skills of a Technologically Literate Person  Evaluate technological information  Form opinions about technology  Assess technological value (or the lack of value)  Exhibit a level of comfort with technology  Neither afraid, nor infatuated  Understand how technology is created  Understand how technology shapes society and is shaped by society

11. STL’s

12. Primary Concepts of Engineering Design Engineering design is delivered using technological problem solving  Design Principles  The Design Loop  The Attributes of Design  Criteria/Constraints  Risk/Benefit Analysis  Optimization  Quality Control  Iterative Processes  Environmental Concerns  Ethical Considerations  Market Analysis

13. Engineering Design Attributes  Working as a Team  Defining the problem  Brainstorming  Conducting Researching  Generating Ideas  Identifying Criteria  Specifying constraints  Exploring possibilities  Developing Proposals  Making a Model/prototype  Evaluating a design using specifications  Assessing a Solution  Refining a design  Creating or making products  Communicating results  Selecting Approaches

14. Embedding the standards within your STEM lessons  Have a general idea about the topic to be taught  Review standards to determine what needs to be delivered  Assessment: Determine how you will measure achievement  Determine what students must know & be able to do  Plan the lesson  Assess the students/determine if additional instruction is needed

15. Standards-based Doesn’t Require Abandoning Current Projects/Lessons  But, must be aligned with standards  Brushing past vs. delivering standards  Emphasis on knowing that content is learned  Takes time, practice, professional judgment

16. Scenario: Have an idea for topic to be taught, what to do... Select and analyze standard to be met Essential for all lessons 1.Has real-life application 2.Fundamental step in a larger process 3.Based in the present 4.Helps student function 5.Vital concept Supportive 1.Linked to a curriculum objective 2.Promotes independent study 3.Can be more fully developed in another subject area 4.Provokes student interest 5.Provides opportunities for student to expand knowledge

17. Use the Standards to Develop Assessments & Drive Lesson Development  How will we know that they have achieved the knowledge and abilities specified in the standards?  What essential questions would prove attainment?  What learning experiences would deliver the goods?